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Blackwell, William; Stockall, Nancy – TEACHING Exceptional Children, 2021
This article describes a process for the incidental teaching of conversation skills to students with autism spectrum disorder (ASD) in inclusive settings. The incidental teaching of conversation skills is an effective naturalistic intervention for assisting students with ASD to improve their social communication skills. Special educators and other…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Communication Skills
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Pankey, Julieann – International Journal of Behavioral Consultation and Therapy, 2012
There are ten identified personality disorders, broken into three clusters: A, B, and C. Individuals with a cluster B diagnosis may demonstrate marked displays of emotional instability, erratic and disruptive patterns around interpersonal relationships, a myopic and restricted range of affect, a pronounced lack of empathy and insight, barriers…
Descriptors: Identification, Evidence, Personality Problems, Psychotherapy
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Nilsen, Elizabeth S.; Fecica, Agnieszka M. – Developmental Review, 2011
Successful communication requires that individuals attend to the perspective of their conversational partners and use this information to modify their behavior accordingly. This paper presents a framework by which to understand children's communicative perspective-taking skills and, within this framework, outlines three routes by which children's…
Descriptors: Communication Skills, Interpersonal Communication, Cognitive Ability, Social Influences
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O'Connor, Karen V.; Stichter, Janine P. – Beyond Behavior, 2011
Students with high-functioning autism and/or Asperger Syndrome (HFA/AS) are characterized by difficulties with communication as well as impairments in social interaction skills. Students with HFA/AS have been shown to generate solutions that are lower quality (e.g., less socially appropriate) than those of their typical peers and also to have…
Descriptors: Teaching Methods, Autism, Asperger Syndrome, Problem Solving
Molony, Terry; Henwood, Maureen; Gilroy, Shawn – Communique, 2010
School psychologists can help build resilience in youth in many ways. This article offers a list of some easy techniques to use when working with individuals or groups, most based on basic cognitive-behavior therapy (CBT) techniques. They include: (1) Emotional awareness; (2) Emotional Regulation; (3) Cognitive Flexibility; (4) Self-efficacy; and…
Descriptors: Personality Traits, Self Efficacy, School Psychologists, Behavior Modification
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Wines, Lisa; Nelson, Judith A.; Eckstein, Daniel – Journal of School Counseling, 2007
The American School Counseling Association (ASCA) identifies scheduling students for classes as a non-counseling activity. Ideally, school counselors should limit non-counseling activities, but the reality is that counselors do in fact spend much time and energy scheduling classes, according to a recent survey of secondary counselors. We introduce…
Descriptors: School Counseling, School Counselors, Scheduling, Classification